Primary and secondary teachers’ conceptions about heritage and heritage education: A comparative analysis

This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge.